Monitoring & Accountability
Developing Kindergarten Readiness and Other Large Scale Assessment Systems: Necessary Considerations in the Assessment of Young Children
Over the past few years, interest in assessing children as they enter kindergarten has gained momentum in states. The Center for Applied Research at the National Association for the Education of Young Children (NAEYC) has developed this guidance to support states’ development and implementation of kindergarten readiness assessment systems.
This powerpoint presentation was provided by Teachstone as part of the CLASS/QRIS Learning Community and focuses on the CLASS training and observation process, answering such questions as “How are staff selected? How is reliability ensured with the measures selected? How are time and costs estimated? How are multiple measures conducted?”
Quality of Caregiver-Child Interaction for Infants and Toddlers (Q-CCIIT): A Review of the Literature
This review of the literature is one of several components of the Measurement Development: Quality of Caregiver-Child Interaction for Infants and Toddlers (Q-CCIIT) project. The main purpose of the Q-CCIIT project is to develop a new measure to assess the quality of caregiver-child interactions within varied non-parental care settings for infants and toddlers. This review describes previous work on both parent-child interactions and quality measures used in early care settings serving infants and toddlers.
Defining and Measuring Quality: An In-Depth Study of Five Child Care Quality Rating and Improvement Systems
This report provides an in-depth look at quality rating and improvement systems in Miami/Dade County in Florida and in the States of Tennessee, Illinois, Indiana and Pennsylvania. This report, on defining and measuring quality, examines the approaches used by five states and communities to measure quality through QRIS.
Quality Rating and Improvement Systems: Selected information on policy/process/procedures in current QRIS
Drawn from an analysis of the 2010 Compendium of Quality Rating Systems and Evaluations, this chart provides an overview of frequent questions from states in regard to key process, policy and procedural issues that often arise from states during the development, implementation and expansion of th
Quality Rating and Improvement Systems (QRIS) and Head Start Alignment
This paper was developed in response to the many questions which arose during the 2011 Early Learning Challenge grant planning process when applicants were asked to align and integrate Head Start into their state quality rating and improvement system. The paper outlines some of the benefits and challenges of such an alignment process and poses questions for next steps that must be taken at the federal and state level to support greater alignment efforts in the future.
Accreditation and Quality Rating and Improvement Systems
Quality Rating Systems (QRS) are currently operating, under development or being piloted in over 25 states or local areas. As the QRS model becomes integrated into the landscape of child care and education service delivery, policy and the decisions parents make about child care across the United States, there is an increasing need for descriptive and comparative information about QRS implementation and evaluation. Acknowledging this need, the Office of Planning, Research and Evaluation (OPRE) in the Administration for Children and Families (ACF), U.S.
This document reflects lessons learned, recommendations and modifications from the two-year Seeds to Success Field Test conducted to create a final version of the Washington State QRIS Quality Standards. The field test process provided an opportunity to test quality standards as well as system supports and capacity necessary to implement to scale. The attached table details recommendations from local participants and community leads and the University of Washington.